IQ and Human Intelligence.

Plomin, Robert

doi:10.1086/302632

Cited by 7 publications

(6 citation statements)

References 10 publications

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“…A2: Straightforwardness in the American sample, A3: Altrusim in the Czech sample, and A5: Modesty in the Russian sample all showed cross-spouse correlations above .40, as did O6: Values in all three cultures. These values are comparable to Plomin's (1999) estimate of assortment for intelligence. Differentiation among the facets was particularly pronounced for the O domain: Fantasy and Feelings showed near-zero assortment ( Mdn r s = .03, 09), whereas Aesthetics and Values consistently showed stronger effects ( Mdn r s = .25, .30).…”

Section: Discussionsupporting

confidence: 79%

“…In 1990, Eysenck summarized it by saying that “assortative mating, important in the formation of social attitudes, has little impact on personality” (p. 245), and much of the literature continues to find only modest evidence of spousal similarity in personality (Lake, Eaves, Maes, Heath, & Martin, 2000; Luo & Klohnen, 2005; Watson, Klohnen, Casillas, Simms, Haig, & Berry, 2004). To put these findings in perspective, Plomin (1999) claimed that “there is greater assortative mating for g [general intelligence] than for any other behavioral trait; that is, spouse correlations are only ~.1 for personality and only ~.2 for height or weight, but the correlation for assortative mating for g is ~.4” (p. 1476).…”

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confidence: 99%

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Personality Trait Similarity Between Spouses in Four Cultures

McCrae

Martin

Hřebı́čková

et al. 2008

Journal of Personality

103

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We examined patterns of trait similarity (assortative mating) in married couples in four cultures, using both self-reports and spouse ratings on versions of the Revised NEO Personality Inventory. There was evidence of a subtle but pervasive perceived contrast bias in the spouse rating data. However, there was strong agreement across methods of assessment and moderate agreement across cultures in the pattern of results. Most assortment effects were small, but correlations exceeding .40 were seen for a subset of traits, chiefly from the Openness and Agreeableness domains. Except in Russia, where more positive assortment was seen for younger couples, comparisons of younger and older cohorts showed little systematic difference. This suggested that mate selection, rather than convergence over time, accounted for similarity. Future research on personality similarity in dyads can utilize different designs, but should assess personality at both domain and the facet levels.

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Section: Discussionsupporting

confidence: 79%

mentioning

confidence: 99%

Personality Trait Similarity Between Spouses in Four Cultures

McCrae

Martin

Hřebı́čková

et al. 2008

Journal of Personality

103

View full text Add to dashboard Cite

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“…Rohde and Thompson (2007) found that cognitive ability directly predicts academic performance, and the correlation is as high as 0.38. Cognitive ability and academic performance in language and mathematics have a moderate to high degree of correlation, which can explain the larger component of variation in academic performance (Deary et al, 2006;Rohde and Thompson, 2007;Plomin, 2011). Deary et al (2006) conducted a 5-year followup study of more than 70,000 British children and found that the correlation between general cognitive ability at 11 years of age and academic performance at 16 years of age was 0.81.…”

Section: The Impact Of Cognitive Ability On Academic Performancementioning

confidence: 99%

Cognitive Ability and Self-Control’s Influence on High School Students’ Comprehensive Academic Performance

Shi

2021

Front. Psychol.

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This study uses a hierarchical linear model (HLM) to examine the effects of cognitive ability and self-control on comprehensive academic performance among students in a high school in Beijing. The study included 572 participating students, including 291 boys and 281 girls, ranging in age from 16 to 18 years old. In this study, the individual level of students’ cognitive abilities are used as the first-level variables, including memory ability (MA), information processing ability (IPA), representation ability (RA), logical reasoning ability (LRA), and thinking transformation ability (TCA). Consider self-control at the class level as the second-level variable. The research results show that the five cognitive abilities have a significant positive impact on comprehensive academic performance. Self-control plays an active role in regulating the relationship between RA, LRA, TCA, and comprehensive academic performance.

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“…In the 1990s, leading behavioural geneticists thought that it would soon be possible to predict intellectual capability on the basis of genes alone (Plomin, 1999). In reality, however, ‘the revolution’ anticipated on the eve of the Human Genome Project has been slow to arrive (Turkheimer, 2015: S32).…”

Section: Introductionmentioning

confidence: 99%

DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education

Martschenko

2019

Research in Education

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Behavioural genetics regards intelligence and educational attainment as highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in the field have moved beyond identifying whether and how much genes influence a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavioural genetics research has attempted to cross-over into the field of education, looking to play a role in education research and the construction of education policy. In response to these developments, this paper explores PreK-12 American educators’ perceptions of intelligence in relation to genetics and their views on the relevance of behavioural genetics findings for education. It does so within the context of an ugly history tied to race and racism and an uncertain future. Findings from this mixed-methods study suggest that US teachers believe that genetics play an important role in a student’s intelligence and academic achievement. Furthermore, teachers are open to learning more about the inclusion of genetics research in education policy. At the same time, however, teachers believe that the environment, and in particular parents and a child’s home environment, plays a substantial role in a student’s abilities and education outcomes.

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IQ and Human Intelligence.

Cited by 7 publications

References 10 publications

Personality Trait Similarity Between Spouses in Four Cultures

Personality Trait Similarity Between Spouses in Four Cultures

Cognitive Ability and Self-Control’s Influence on High School Students’ Comprehensive Academic Performance

DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education

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